Innovative approaches to the construction of integrative thematic minicourses for improving the qualifications of teachers in the conditions of war

Abstract

The choice of the research topic is determined by the fact that the teacher’s preparation for activities in the conditions of war requires theoretical substantiation and correction of its content, scope and methodical foundations. A teacher’s professionalism is influenced both by modern global integration processes regarding quality assurance of higher education and the ability to act in extreme conditions. It is found that modern processes in society give rise to requests for the creation of new and improvement of existing technologies for the formation of innovative educational activities. Among a number of indicators of innovative development opportunities in higher education, it is singled out the modernization of the structure of educational and methodological complexes to ensure their flexibility and efficiency. For this purpose, it is considered the possibility of introducing integrative mini-special courses into the system of improving the qualifications of teachers of higher education. Integrative courses are considered as a didactic system in which regularities and contingencies of the integrative approach in the formation of its content are revealed. The integrative course at the methodological level is considered as a whole with the emergence of a new quality due to a different way of connecting the elements that make up its interdisciplinary content. The importance of the worldview function of the integrative course is shown from the standpoint of the formation of integrative methodological knowledge in teachers. The conceptual principles of designing integrative courses are formulated; criteria for feasibility of introduction into the educational process are developed; important characteristics are singled out and a number of methodological approaches are used for their construction: systemic, informational, structural, model, integrative. The criterion of optimality is chosen as the key criterion for the design of an integrative mini-course. An important stage is the modeling of the functional characteristics and effectiveness of the integrative mini-course. It is found that it serves to provide integrative methodological knowledge. The axiological function of the integrative mini-course is singled out, which consists in the formation of global human values. It is shown that the development of the teacher’s pedagogical professionalism takes place in the conditions of constant changes in activity structures and functional boundaries, within which self-determination is necessary, and is ensured by the interaction of natural processes associated with the activity of the individual and artificial processes associated with the activity of the environment. For this purpose, a psychological substantiation of the objectives of studying the mini-course is carried out, resulting from the requirements of taking into account the real situation in society. It is shown that its study will develop the readiness of teachers to form psychological and pedagogical competence due to motivational, cognitive, activity and personal components.